Standards for the 21st Century Learner

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Standards for the 21st Century Learner
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Charge to the Learning Standards Rewrite Task
Force

• Review the current literature on information
  literacy.
• Analyze the future trends regarding information
  literacy.
• Complete final draft of the new AASL Learning
  Standards.

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Common Beliefs

• Reading is a window to the world.
• Inquiry provides a framework for learning.
• Ethical behavior in the use of information must
  be taught.
• Technology skills are crucial for future
  employment needs.
• Equitable access is a key component for
  education.
• The definition of information literacy has become
  more complex as resources and technologies have
  changed.
• The continuing expansion of information demands
  that all individuals acquire the thinking skills
  to learn on their own.
• Learning has a social context.
• School libraries are essential to the development
  of learning skills.

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The Standards

• Learners use information literacy skills,
  resources and tools to
• Inquire, think critically, and gain knowledge.
• Draw conclusions, make informed decisions, apply
  knowledge to new situations, and create new
  knowledge.
• Share knowledge and participate ethically and
  productively as members of our democratic
  society.
• Pursue personal and aesthetic growth.

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Skills

• Key abilities needed for understanding, learning,
  thinking, and mastering subjects.
• Key Question does the student have the right
  proficiencies to explore a topic or subject
  further?

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Dispositions

• Ongoing beliefs and attitudes that guide thinking
  and intellectual behavior that can be measured
  through actions taken.
• Key Question Is the student disposed to higher
  level thinking and actively engaged in critical
  thinking to gain and share knowledge?

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Responsibilities

• Common behaviors used by independent learners in
  researching, investigating, and problem solving.
• Key Question Is the student aware that the
  foundational traits for 21st century learning
  require self-accountability that extends beyond
  skills and dispositions?

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Self-Assessment Strategies

• Reflections on ones own learning to determine
  that the skills, dispositions, and
  responsibilities are effective.
• Key Question Is the student able to recognize
  personal strengths and weaknesses over time to
  become a stronger, more independent learner?

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Integrating Standards into Curriculum9th Grade
Physical Science

• Standards
• Draw conclusions, apply knowledge, create new
  knowledge
• So what?

• Skills, Dispositions

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Integrating Standards into Curriculum10th Grade
Biology

• Standards
• Draw conclusions, apply knowledge, create new
  knowledge
• So what?

• Skills, Dispositions

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Integrating Standards into Curriculum3rd Grade
Social Studies

• Standards
• Interact and share knowledge ethically and
  responsibly
• With whom?

• Skills, Dispositions

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Integrating Standards into Curriculum3rd Grade
Language Arts

• Standards
• Interact and share knowledge ethically and
  responsibly
• With whom?

• Skills, Dispositions

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Lesson Design Template

• Background for Content / Overview of Skill,
  Disposition, Responsibility
• Modeling
• Guided Practice
• Independent Practice
• Sharing / Reflection / Assessment

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Teaching to Standard 1
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Lesson on Making Inferences1.1.6 Make
inferences and gather meaning

• Using Literature
• It Says/Shows I Know So. . .
• During Research
• It Says I Know So. . .
• 50 people camped overnight When crowded,
  have Overcrowding
• on the slope to wait to climb through leads to
  narrow chutes small problem of
• window of time for safe staying on
• climbing mountain too
• long

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Lesson to Foster Disposition and Responsibility

• Disposition 1.2.4
• Maintain a critical stance by questioning the
  validity and accuracy of all information
• Responsibility 1.3.2
• Seek divergent perspectives during information
  gathering and assessment

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Lesson to Foster Disposition and Responsibility

• Undisputed Facts

• Interpretation from Perspective of. . .
• Facts added
• Facts omitted
• Opinions
• Interpretations/Conclusions

Your Conclusions
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Teaching to Standard 2
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Lesson on Organizing Information to Draw
Conclusions

• Skill 2.1.3 Use strategies to draw conclusions
  from information
• Teaching the Use of an Inductive Tower
• Conclusions
• Summaries
• Facts

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Lesson to Foster Disposition

• Disposition 2.2.2
• Use both divergent and convergent thinking to
  formulate alternative conclusions and test them
  against the evidence

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Fostering Convergent Thinking

• Facts and Opinions

• Convergent Thinking
• What are the main ideas?
• What conclusions can be drawn from the evidence?
• So what?

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Fostering Divergent Thinking

• Facts and Opinions

• Divergent Thinking
• What if?
• Who says? What do others say?
• What else?
• How does this compare
• to. . .?

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Teaching to Standard 3
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Attic Archaeologyfor grades 4/5

• Content Focus or Question American Decades
  (1900-2000)
• Disposition 3.2.3 Demonstrate teamwork by working
  productively with others
• Responsibility 3.3.5 Contribute to the exchange
  of ideas within and beyond the learning community
• Resources artifacts, resources on American
  decades, reference information sheet, artifact
  information sheet and artifact exhibit sheet.

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Assignment

• Students create a museum exhibit representing a
  decade in American history. The research and the
  exhibit are centered around a family artifact.

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• Museum Exhibits

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Social Issue Picture Bookfor grade 10

• Content Focus or Question Social Issues
• Disposition 3.2.3 Demonstrate teamwork by working
  productively with others
• Responsibility 3.3.5 Contribute to the exchange
  of ideas within and beyond the learning community
• Resources Fly Away Home by Eve Bunting, Social
  Issues Information Sheet, other picture books
  with social issue themes, online catalog, CQ
  Researcher

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Assignment

• Students create picture books about a social
  issue to share with elementary-age children.

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Illustrations with Text
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Illustrations

• Help tell the story
• Accurately reflect the setting and mood
• Accurately portray the characters

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Story Elements

• Plot
• Setting
• Characters
• Conflict/Resolution
• Themes
• Literary Devices

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Teaching to Standard 4
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Self-Assessment Strategy 4.4.1

• Identify own areas of interest
• Interest Inventory
• Student Survey

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Disposition 4.2.3

• Maintain openness to new ideas by considering
  divergent opinions, changing opinions or
  conclusions when evidence supports the change and
  seeking information about new ideas encountered
  through academic or personal experiences.

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Classroom Book Clubs

• Original Purposes of the YA Lit Group
• to identify for class use high quality young
  adult fiction that addresses grade level
  essential questions
• to increase each participants ability to discuss
  or recommend contemporary young adult titles with
  individual students or classes
• to establish ties between young adult titles and
  classics that could serve as bridges for
  students
• to experiment with using young adult literature
  in the classroom

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Benefits of the YA Lit Groupto the Library

• Partnerships with classroom teachers
• Improvement in collection development
• More opportunities for sharing books with
  students and teachers

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Benefits of the YA Lit Group to Teachers

• Participants expand their repertoire of YA titles
• Participants re-discover the joys and
  frustrations of the reading experience
• Collaborative partnerships are formed

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Classroom Book Clubs

• Simulates an adult book club (book selection,
  negotiation, responsibility to the group)
• Choice is important (lit sets, sampling)
• Accountability (activity folders, book
  discussions)

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Fostering Dispositions /Habits of Mind
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Dispositions Definitions and Characteristics

• Initiative
• Definition Self-motivation to pursue actions to
  fulfill own goals
• Actions Posing questions and investigating the
  answers beyond the collection of superficial
  facts
• Flexibility
• Definition Willingness and ability to change
  thinking to match changing conditions
• Actions Adapting information strategies to each
  specific resource and seeking additional
  resources when clear conclusions cannot be drawn

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Conditions that Foster Dispositions for
Successful Learning

• Teaching Strategies
• Design of Learning Experiences
• Environment

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Next Steps